Assessment of Learning Outcomes
Assessment of Learning Outcomes
复制标题
学习成果评估
DOI：
10.4135/9781483318332.n38
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Ayşen Melek Aytuğ Koşan
中科院分区：
文献类型：
--
作者：
Ayşen Melek Aytuğ Koşan
我们为什么要使用评估？如果我们不评估会发生什么？评估对教育、决策者、利益相关者、教师和学生意味着什么？目标和学习成果如何指导评价？布卢姆、安德森和克拉思沃尔对目标和学习成果进行了分类。这些分类法是否也能指导评估？它是如何工作的？如何衡量认知领域的学习成果？在评估高级认知技能方面，哪些评估工具和评估方法是有效的？什么样的测量工具可以用来测量情感领域？在心理学领域有哪些有效的测量方法？技能如何衡量？在衡量目标和学习成果时应考虑什么？教育工作者如何从传统和替代测量方法中受益？使用多重评估的好处是什么？关注学习者能做什么，而不是他们不能做多少，会产生什么样的影响？本章探讨学习成果的评估。
Why do we use assessment? What happens if we don't assess? What does assessment mean for education, decision makers, stakeholders, teachers, and students? How do objectives and learning outcomes guide evaluation? Objectives and learning outcomes are classified by taxonomies by Bloom, Anderson, and Krathwohl. Do these taxonomies also guide the assessment? How does it work? How to measure learning outcomes in the cognitive domain? What are the assessment tools and evaluation methods that are effective in assessment high level cognitive skills? What measuring tools can be used to measure the affective domain? What are the methods of effective measurement in the psychomotor field? How are skills measured? What should be considered in the measurement of objectives and learning outcomes? How can educators benefit from classical and alternative measurement methods? What are the benefits of using multiple assessment? What are the effects of focusing on what learners can do, not how much they cannot do? This chapter explores the assessment of learning outcomes.